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Folio Thinking and ePortfolios at Stanford

Folio Thinking is a reflective practice that situates and guides the effective use of learning portfolios, defined as a purposeful collection of artifacts that characterize the learning experiences of the portfolio owner. Developed at Stanford as part of the Learning Careers Project, a longitudinal research study conducted from 1998-2002 and funded by The William and Flora Hewlett Foundation, Folio Thinking draws upon literature in experiential learning, metacognition, reflective and critical thinking, and a mastery orientation and aims to:

• Encourage students to integrate discrete learning experiences• Enhance students' self-understanding• Promote students' taking responsibility for their own learning• Support students in developing an intellectual identity

Led by the Office of the Registrar in partnership with various offices on campus including the Vice Provost for Undergraduate Education and the Vice Provost for Student Affairs, we are exploring how the concept of a learning ePortfolio can support students in their Stanford learning career as it extends prior to and beyond the time they are physically here on campus and encompassing students' experiences both inside and outside classroom, on campus and off campus.

This website represents a "project ePortfolio" focused on documenting the learning experiences, reflections, and evidence of impact so that we can better understand the potential value of ePortfolios for the broader Stanford community.